Beyond Understanding: Elevating Learning Through Application and Analysis
Presented by:
Aricka Schweitzer, Saginaw Valley State University
This poster explores strategies to advance learners from understanding to application and analysis in Bloom’s Taxonomy, promoting critical thinking, real-world problem solving, and deeper cognitive engagement through active learning. Examples provided are used within an occupational therapy curriculum.
Hear it from the author:
Key words:
Higher-Order Thinking, Active Learning, Student Engagement
Abstract:
Effective learning extends beyond the comprehension of concepts; it requires the ability to apply knowledge in varied contexts and critically analyze information. This poster explores strategies to shift students from the "Understanding" level to the higher-order cognitive processes of "Application" and "Analysis" within Bloom's Taxonomy. Through the integration of active learning techniques, real-world problem-solving tasks, and formative assessments, educators can foster deeper engagement and enhance critical thinking skills. The poster presents examples used in occupational therapy education but can be applied to many classroom-based examples. Instructional framework will be shared, and evidence-based information that encourage learners to apply concepts in fresh situations. The goal is to equip students with the cognitive tools necessary for independent reasoning, informed decision-making, and sustain academic growth for creative connections.
Outcomes:
1. Apply theoretical concepts to real-world scenarios by reviewing discipline-specific problems that often require critical thinking and decision-making.
2. Analyze complex information or case studies to identify relationships, patterns, and underlying principles that could use one of the strategies shared.
3. Differentiate between key concepts by comparing and contrasting ideas, procedures, or outcomes to what is currently being used in their own classrooms.
References:
Affandy, H., Sunarno, W., Suryana, R., & Harjana. (2024). Integrating creative pedagogy into problem-based learning: The effects on higher order thinking skills in science education. Thinking Skills and Creativity, 53, 1–17. https://doi.org/10.1016/j.tsc.2024.101575
Dong, F. M. (2014). Teaching learning strategies: Connections to Bloom's taxonomy. Journal of Food Science Education, 13(1), 59–61. https://doi.org/10.1111/1541-4329.12043
He, X., Xiao, X., Fang, J., Li, Y., Li, Y., & Zhou, R. (2025). Exercise-aware higher-order thinking skills assessment via fine-tuned large language model. Knowledge-Based Systems, 324(3), 1–11. https://doi.org/10.1016/j.knosys.2025.113808
Lemons, P. P., & Lemons, J. D. (2013). Questions for assessing higher-order cognitive skills: It's not just Bloom's. CBE—Life Sciences Education, 12(1), 47–58. https://doi.org/10.1187/cbe.12-03-0024